Describing and Studying Domain-Specific Serious Games PDF
Preview Describing and Studying Domain-Specific Serious Games
Advances in Game-Based Learning Joke Torbeyns Erno Lehtinen Jan Elen Editors Describing and Studying Domain-Specifi c Serious Games Advances in Game-Based Learning Series Editors Dirk Ifenthaler Scott Joseph Warren Deniz Eseryel More information about this series at h ttp://www.springer.com/series/13094 Joke Torbeyns (cid:129) Erno Lehtinen (cid:129) Jan Elen Editors Describing and Studying Domain-Specifi c Serious Games Editors Joke Torbeyns Erno Lehtinen Education and Training Department of Teacher Education KU Leuven University of Turku Leuven , Belgium Turku , Finland Jan Elen Education and Training KU Leuven Leuven , Belgium Advances in Game-Based Learning ISBN 978-3-319-20275-4 ISBN 978-3-319-20276-1 (eBook) DOI 10.1007/978-3-319-20276-1 Library of Congress Control Number: 2015950631 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper S pringer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Pref ace I n 2014, a new International Research Network entitled “Developing competencies in learners: From ascertaining to intervening” was established. This network, which is coordinated by the Center for Instructional Psychology and Technology (CIP&T) of the KU Leuven, Belgium, and funded for a 5-year period by the Research Foundation—Flanders (FWO), involves 14—mainly European—research teams. As the network’s title indicates, it addresses a theoretically and methodologically major theme of instructional sciences, namely how to make the diffi cult step from results of ascertaining studies to intervention studies, or, stated differently, from models or theories of (stimulating) cognition, development, and learning to models or theories of instruction, with a particular attention to the role of instructional technology. Arguably, addressing this complex and fundamental issue requires the confrontation and integration of insights and approaches from various subdomains of instructional sciences, including instructional psychology, instructional technology, instructional design, subject-matter didactics, and teacher education. F or its fi rst meeting, which took place in the Autumn of 2014 in the Irish College, Leuven, a theme was chosen that is in the heart of the network’s research agenda, namely domain-specifi c serious (computer) games. The present volume is based on that meeting, during which the theme of domain- specifi c serious games was addressed in different domains, at different educational levels, and from the distinct above-mentioned subdisciplinary perspectives refl ected in the network. T he volume is quite unique in its conception and structure. Compared to most other scientifi c volumes on serious games, this publication does not only comprise scientifi c reports of the effects of these games on the development of various aspects of learners’ competencies, or on how these games are effectively implemented and used in learners’ educational settings. This book also pays ample attention at and provides a revealing insight into the conception, design, and construction of these games under investigation, their underlying theoretical assumptions, their develop- ers’ struggles with trying to balance and integrate the (domain-specifi c) learning and gaming elements, the contextual and pragmatic affordances and constraints that co-determined their architecture and outlook, etc. Moreover, the volume contains v vi Preface unusually detailed descriptions of the domain-specifi c serious games being used in implementation and intervention studies being reported. By providing such an unusually rich and vivid view on (the making of) these serious games, this volume constitutes a nice complement to the available research literature on (domain- specifi c) serious games. I would like to congratulate and thank the organizers and sponsor of the meeting and the editors of the volume that resulted from it. I am sure that this book will be informative and inspiring to researchers and other professionals active in the design, implementation, and evaluation of domain-specifi c serious gaming. Leuven, Belgium Lieven Verschaffel March 2015 Contents Describing and Studying Domain-Specific Serious Games: Introduction ....................................................................................... 1 Joke Torbeyns , Erno Lehtinen , and Jan Elen Part I Game Descriptions Design of the Game-Based Learning Environment “Dudeman & Sidegirl: Operation Clean World,” a Numerical Magnitude Processing Training ............................................... 9 Sarah Linsen , Bieke Maertens , Jelle Husson , Lieven Van den Audenaeren , Jeroen Wauters , Bert Reynvoet , Bert De Smedt , Lieven Verschaffel , and Jan Elen Description of the Educational Math Game “Monkey Tales: The Museum of Anything” ............................................................................. 27 Sylke Vandercruysse , Marie Maertens , and Jan Elen Number Navigation Game (NNG): Design Principles and Game Description .................................................................................... 45 Erno Lehtinen , Boglárka Brezovszky , Gabriela Rodríguez-Afl echt , Henrik Lehtinen , Minna M. Hannula-Sormunen , Jake McMullen , Nonmanut Pongsakdi , Koen Veermans , and Tomi Jaakkola “Zeldenrust”: A Mathematical Game-Based Learning Environment for Prevocational Students ...................................................... 63 Sylke Vandercruysse , Judith ter Vrugte , Ton de Jong , Pieter Wouters , Herre van Oostendorp , Lieven Verschaffel , Wim Van Dooren , and Jan Elen Applying Motivation Theory to the Design of Game-Based Learning Environments .................................................................................. 83 Jon R. Star , Jason Chen , and Chris Dede vii viii Contents DIESEL-X: A Game-Based Tool for Early Risk Detection of Dyslexia in Preschoolers ............................................................................. 93 Luc Geurts , Vero Vanden Abeele , Véronique Celis , Jelle Husson , Lieven Van den Audenaeren , Leen Loyez , Ann Goeleven , Jan Wouters , and Pol Ghesquière Part II Empirical Studies on Serious Games Performance in Educational Math Games: Is It a Question of Math Knowledge? ........................................................... 117 Marie Maertens , Mieke Vandewaetere , Frederik Cornillie , and Piet Desmet Integration in the Curriculum as a Factor in Math-Game Effectiveness .......................................................................... 133 Sylke Vandercruysse , Elke Desmet , Mieke Vandewaetere , and Jan Elen Developing Adaptive Number Knowledge with the Number Navigation Game-Based Learning Environment ......................................... 155 Boglárka Brezovszky , Gabriela Rodríguez-Afl echt , Jake McMullen , Koen Veermans , Nonmanut Pongsakdi , Minna M. Hannula-Sormunen , and Erno Lehtinen Number Navigation Game (NNG): Experience and Motivational Effects ............................................................................................................... 171 Gabriela Rodríguez-Afl echt , Boglárka Brezovszky , Nonmanut Pongsakdi , Tomi Jaakkola , Minna M. Hannula-Sormunen , Jake McMullen , and Erno Lehtinen The Role of Curiosity-Triggering Events in Game-Based Learning for Mathematics .............................................................................................. 191 Pieter Wouters , Herre van Oostendorp , Judith ter Vrugte , Sylke Vandercruysse , Ton de Jong , and Jan Elen Evaluating Game-Based Learning Environments for Enhancing Motivation in Mathematics ................................................... 209 Jon R. Star , Jason A. Chen , Megan W. Taylor , Kelley Durkin , Chris Dede , and Theodore Chao Formal and Informal Learning Environments: Using Games to Support Early Numeracy ................................................... 231 Hedwig Gasteiger , Andreas Obersteiner , and Kristina Reiss Index ................................................................................................................. 251 Contributors Vero Vanden Abeele e-Media Lab , KU Leuven , Leuven , Belgium Lieven Van den Audenaeren e-Media Lab , KU Leuven , Leuven , Belgium Boglárka Brezovszky Department of Teacher Education , Centre for Learning Research, University of Turku , Turku , Finland Véronique Celis Parenting and Special Education Research Unit , KU Leuven , Leuven , Belgium Theodore Chao C ollege of Education and Human Ecology, The Ohio State University , Columbus , OH , USA Jason A. Chen S chool of Education, The College of William and Mary, Williamsburg , VA , USA Frederik Cornillie ITEC—iMinds—KU Leuven—Kulak, Interactive Technologies , Kortrijk , Belgium Chris Dede Graduate School of Education, Harvard University , Cambridge , MA , USA Piet Desmet ITEC—iMinds—KU Leuven—Kulak, Interactive Technologies , Kortrijk , Belgium F ranitalco, Research on French, Italian and Comparative Linguistics, KU Leuven, Kortrijk , Belgium Elke Desmet Faculty of Psychology and Educational Sciences, Campus Kortrijk @ Kulak , KU Leuven , Kortrijk , Belgium Wim Van Dooren Center for Instructional Psychology and Technology, KU Leuven , Leuven , Belgium Kelley Durkin Department of Psychological and Brain Sciences , University of Louisville , Louisville , KY , USA ix
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